Individual Differences in Learning with Simulation Tool: A Pilot Study

In order to explore why some learners have better learning effects with the simulation tool, and the others do not, the  researchers used the quasi-experimental design and think-aloud method to investigate the relations between individual differences and learning effects from students’ learning processes with the simulation tool, Dynamic Simulation Assisted Statistical Learning (DSASL). The results show that the DSASL can correct the students’ misconceptions and enhance their concept understandings. However, there are individual differences in students’ learning effects when learning with DSASL. Finally, the researchers analyze the transcripts of think-aloud and find that the learning process may influence the students' learning effects.